The rise of microprocessors in the 1970s led to the development of personal computers, followed by the concept of smart devices in the late 1980s, which enabled the first internet-connected appliances. In 1988, Mark Weiser introduced ubiquitous computing, which aimed to provide multiple computers for one person. During the same period, the US Defense Advanced Research Projects Agency (DARPA) launched the Distributed Sensor Network (DSN) initiative, which explored the creation of distributed wireless sensor networks. In 1999, Kevin Ashton coined the phrase "Internet of Things" (IoT) while working at Labs Auto-D centres, referring to RFID technology.

IoT presents a novel model based on the existence of various objects such as RFID tags, sensors, and actuators that can interact with each other. The central concept of IoT is the internetworking of intelligent physical devices, which can collect and share data using unique IPv6 addressing systems. IoT involves the use of linked objects, agents, and devices for processing data collected by embedded sensors in machines and other physical-virtual objects. According to The Global Standards Initiative on IoT (IoT-GSI), the IoT encompasses the global infrastructure for the information society, facilitating the interconnection of objects such as physical and virtual things, using telecommunication protocols and technologies. IoT-GSI also highlights the formation of a new Study Group on IoT and its applications, such as smart cities and communities. (Majid Bayani Abbasy, December 2017)

The evolution of technology has always had a complicated relationship with education. Tools that aid students in activating and deploying information have always been at the heart of good pedagogical practice. The incorporation of technology has opened up new pathways to enhance student engagement, facilitate idea processing, and connect concepts with their surroundings. Despite this, the relationship between education and technology has raised concerns about the effect of technology on the teaching and learning environment. Critics have voiced concerns over decreasing educational standards, unemployment of students, obsolete curriculum, and outdated institutional organization. Technology in education is much more than just computing; it includes devices that extend the human body such as pens, eyeglasses, and clothing, and these tools play an essential role in the learning process. (Leanne McRae, February 2018)

The possible intersection between humans and machines in IoT highlights the potential opportunities and challenges that technology poses in daily life. The dynamic interplay between humans and machines may redefine traditional notions of sociability, agency, and identity. However, this juxtaposition of man and machine is limited by our tendency to polarize the issues. Ashton's vision of IoT is far too simplistic and technologically deterministic to account for the complex human-machine interactions that are sure to emerge. While we will need to adapt to the demands of mechanization, we must also maintain our human capacities. We must discipline machines while remaining open to the possibilities they present. (Leanne McRae, February 2018, p. 9)

Conclusion:

IoT technology may present an unparalleled opportunity for education. The internetworking of devices and the collection of data presents the potential to personalize and optimize the learning experience, further facilitating the teaching and learning process. However, the incorporation of IoT will require careful consideration and planning, taking into account existing educational policies, infrastructure, and teacher training. Nonetheless, if implemented correctly, IoT technology could turn out to be a game-changer, unleashing new opportunities for educational progress and innovation.